Building a Classroom Community

Issue 37: Building a Classroom Community

Did you know?

Research shows that teachers who successfully engage students incorporate activities that address students' basic psychological and intellectual needs (Anderman & Midgley, 1998; Brewster & Fager, 2000). A student's sense of belonging (social support and participation) predicts the likelihood of dropping out of high school (Yazejian, 1999).

"By building relations...we create a source of love and personal pride and belonging that makes living in a chaotic world easier." –Susan Lieberman

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Fostering a sense of belonging increases academic performance. You can heighten feelings of belonging by building a classroom community. For specific tips and sample activities on how to BUILD A CLASSROOM COMMUNITY, read on.

TIPS: How to Build a Classroom Community

When you build feelings of belonging and safety in your classroom, you increase your ability to engage students' minds. This atmosphere supports the efficient and effective delivery of curriculum content to students.

Smile. Welcome students at the door of your classroom using positive nonverbals. Smile, have an open posture, lean forward, and make eye contact.

Get to Know One Another. Plan class- and team-building activities that will increase familiarity among your students. Let them see your human side. Share some information about your life outside of the school day. Develop an index card or spreadsheet for each student, including information related to the individual’s likes, dislikes, and learning style preferences. Set aside a reasonable amount of time for students to share information about themselves and their families.

Celebrate the Diversity in Your Classroom Community Focus on the individuality of each of your students and emphasize how every student’s differences and strengths contribute to the classroom community you all are creating. By celebrating each person's differences, you set a tone of acceptance and tolerance within your classroom community.

Below is a sample classroom community-building activity that you can use with your students either during the first days of a school year, or at any time, to get to know each other better.

Sample ACTIVITY: THE CLASSROOM COMMUNITY -- PUTTING TOGETHER THE PIECES

Purpose for the Lesson: A first day assignment to introduce the class to one another in a supportive, team-minded way.

Materials: A bulletin board that says "Each Piece Counts" on the top of it and has an outline of jigsaw pieces, construction paper pre-cut in jigsaw pieces for each student, pencils, radio, pins, blank paper.

Sequence of the Activity: Guide a short discussion about a puzzle and how each piece is vital to the makeup of the whole, and that all pieces are needed to complete it.

Randomly give a jigsaw piece to each student with another student's name printed on it.

Each student interviews and finds out a few interesting things about the other student. Each student writes biographical items on their partner's puzzle piece. During this time, play soft classical music or jazz to make the atmosphere more comfortable.

In front of the group, each pair of students introduces their partner and pins the puzzle piece on the bulletin board where it fits. When all have finished, the board should be full.

(Idea submitted by Evan White, Elementary Education with ESL certification, Trenton, NJ)

For additional classroom-building activity ideas, see "Taking It Further."

Source: The above concepts are based on the PLS graduate course Effective Classroom Management™ e-learning course. For more information, see "Related Graduate Course" to the right.

Reference:

Anderman, L.H., & Midgley, C. ERIC digest (1998). Motivation and middle school students . Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education: ERIC Document Reproduction Service No. ED 421 281.

Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to homework. Portland, OR: Northwest Regional Educational Laboratory.

Yazejian, N.M. (1999). The relationship between school identification and dropping out of school . Dissertation Abstracts International, 59 (8-A), 2857, .